Embodied CLIL in English-medium nursing education: An organicist-procedural translanguaging approach to thematic patterns co-construction

• In Event: Embodied, Multiscalar, and Mediated Translanguaging Across Spaces, Identities, and Technologies

Abstract

Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium instruction (EMI) programmes. But empirical research on content and language integrated learning (CLIL) remains limited in EMI nursing education. This study therefore investigates how translanguaging and trans-semiotizing (TL-TS) pedagogy facilitates nursing CLIL. Through multimodal analysis of classroom interactions, the research reveals that the synergistic alignment of teachers’ speech, gestures, and the learning environment, significantly enhances EAL nursing students' content learning, language development and professional readiness. The findings call for re-imagination of English-medium nursing education with an organicist-procedural translanguaging perspective. This study also proposes an enhanced MEC framework for embodied CLIL in English-medium healthcare education for fostering deeper disciplinary language proficiency and enhancing professional competencies.

Author

• Yiqi Liu, The Education University of Hong Kong